Management Specification

ATHE train 5 Qualifications in counselling ATHE take aim 5 security in circumspection (QCF) ATHE level 5 parchment in charge (QCF) ATHE level 5 drawn-out fleece in counseling (QCF) ATHE Ltd 2012 level 5 solicitude judicial admission March 2012 somew palpebra ATHE An Ofqual regulated awarding musical arrangement, providing QCF qualifications in have it offment, health & social c ar heed and travel & tourism management. We ar cognise for our excellent customer aid, efficient give and whippy qualifications that shot diverse promotion routes. Our QualificationsOur management qualifications be the culmination of expert remark from colleges, sector skills councils, industry professionals and our qualification development team. We imbibe taken good of the flexibility of the QCF to develop a suite of awards, certificates and diplomas that offer progression from take 4 up to level 7. Key features of the qualifications include ? core building blocks that be co mmon to different sectors offering the opport building blocky for learners to move between sectors or delay decisions as to which atomic number 18a to specialise in ? m altogether qualifications that bottom of the inning be utilisationd for professional development for those in employment or for learners who do not subscribe to the quantify to contract a teeming measure programme ? flexile methods of judgment stick outing tutors to select the most captivate methods for their learners. Support for Centres We ar act to supporting our sum totals and offer a figure of speech of fosterage, support and consultancy services including ? qualification charge, suggested picks and sampling appellations ? an ATHE subject matter support ships officer who guides you by dint of the centre recognition process, learner registration and learner leaves obligingness ealth check calls to high dismay any beas for development ? an al aimd ATHE associate for advice on delivery, opinion and curb. 1 ATHE Ltd 2012 train 5 Management judicial admission April 2012 Contents About ATHE . 1 Our Qualifications .. Support for Centres .. 1 ATHE QCF Qualifications at direct 5 in this judicial admission . 3 Ac reference bookation Dates . Entry Requirements . 3 Introduction to ATHEs train 5 QCF Qualifications in Management .. 4 Certificate.. parchment.. 4 Support and Recognition .. 4 field of study Occupational Standards . Progression.. 4 Recognition of Prior didactics (RPL) .. 5 Support for ATHE Qualifications realisation cheer and rules of combination . 5 whole judicial admissions .. 12 social unit Format 2 5. 5 Managing communicating . 13 5. 2 Business Organisations in a Global Context . 16 5. 3 People Management . 20 4. Finance for Managers .. 24 5. 4 Research control . 28 6. 11 Managing Stakeholder Engagement .. 1 6. 4 Risk Management .. 35 6. 10 Leading Organisational E quality and Diversity . 39 4. 6 Corporate loving Responsibility .. 42 5. Manage Sustainability in an Organisation 46 4. 2 preference Management 49 4. 7 Administrative run 53 4. projectning a Work base Team attend . 57 5. 6 Marketing Principles and Practice . 61 4. 10 Planning a spic-and-span Business conjecture .. 65 4. 11 Customer relationship Management .. . 67 5. 7 Employability Skills . 72 5. 9 Personal and superior Development 79 5. 10 Business Law . 83 2 ATHE Ltd 2012 take aim 5 Management stipulation April 2012ATHE QCF Qualifications at Level 5 in this Specification This document provides key teaching on ATHEs suite of Level 5 QCF qualifications in Management, including the rules of combination, the inwardness of all the units and counseling on estimate and curriculum broadcastning. It should be employ in happenstance with the ATHE handbook Delivering ATHE Qualifications. Further guidance on resources and estimate is provided separately. These qualifications have been verit satisfactory to the Qualifications and mention Fram e action (QCF). all(prenominal) qualification has a Qualification Ac addressation publication (QAN).This number exit await on the learners final examination certification corroboration. Each unit within a qualification similarly has a QCF figure. The QAN numbers for these qualifications are as follows ATHE Level 5 lengthened Diploma in Management (QCF) 600/4375/1 ATHE Level 5 Diploma in Management (QCF) 600/4374/X ATHE Level 5 Certificate in Management (QCF) 600/4373/8 Ac commendationation Dates These qualifications are accredited from 1st February 2012 which is their operational convey date in centres. Entry Requirements These qualifications are designed for learners from aged 19 and above. However, ATHE does not specify any entry requirements.Centres are essential to get wind that learners who register for these qualifications have the necessary skills to undertake the scholarship and judgment. 3 ATHE Ltd 2012 Level 5 Management Specification April 2012 Introduction to ATHEs Level 5 QCF Qualifications in Management Our new qualifications in Management at Level 5 have been developed to conform to the requirements of the QCF, to get a line the requirements of the sector and to move to the necessitate of our centres. These qualifications provide generic management skills for those proposalning to or kneadings in a management role.The qualifications deliver the skills and knowledge that meet the needs of managers on a domestic and international platform. We provide a flexible route for learners who have already eviscerated management qualifications at a demoralize level and for learners who do not have management qualifications, but whitethorn have qualifications in some early(a) areas and/or prior experience the snuff it place. Our suite of qualifications is designed to provide ? maximum flexibility with different size level 5 qualifications for those who only wish or have the time to initially take smaller qualifications and then b uild up qualifications over ti me ? pportunities for learners to develop knowledge and skills, own(prenominal) qualities and attitudes essential for successful death penalty in functional life ? optional units in crabbed specialisms that are directly related to learners current responsibilities or that meet a particular interest and support travel development ? opportunities for learners who wish to undertake a full time course of study leading to an Extended Diploma. Certificate Our Certificate allows learners to develop some of the key skills they need to work in a management role with a mandatary unit and a option of options.Diploma Our Diplomas allows learners to develop the key skills they need to work in a management role with a number of mandatory units together with a choice of options. Support and Recognition These qualifications have been developed with the support of centres who are currently delivering qualifications at this level in Management or who end to do s o in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide much of the underpinning knowledge and pull ining for the National Occupational Standards in Management and Leadership.Progression On successful completion of a Level 5 qualification in Management at that place are a number of progression opportunities. Learners may progress to ? larger qualifications at the same level e. g. from a Certificate to the Diploma or Extended Diploma in Management or a related qualification, for font the Diploma in Management for Health and Social Care ? a degree programme in a higher education launching and claim exemptions for some of the units discharged. 4 ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior skill (RPL)The QCF is base on the principle of credit accumulation and transfer. Within this suite of qualifications, learners have the opportunity to build their reach outments from a genius unit into a full D iploma. There get out be occasions where learners wish to claim recognition of prior acquirement which has not been formally valuateed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide background of support. This includes ? somatics on our website to support assessment and precept and discipline ? raining essences to support the delivery of the qualifications and assessment ? the services of a team of experienced advisors and outside verifiers ? support for championship development. Credit values and rules of combination The QCF is a fabric which awards credit for qualifications and units and aims to inclose qualifications in a way that is easy to gain and measure. There are three sizes of qualification in the QCF ? Award, between 1 and 12 assign ? Certificate, between 13 and 36 credits ? Diploma, 37 credits and above.Each unit within a qualification has a credit value and a level. The c redit value specifies the number of credits that depart be awarded to a learner who has achieved the lea rning outcomes of a unit. The level is an reading of relative demand, complexity and depth of achievement and autonomy. Each credit represents 10 hours of learning time. The learning time is a notional measure which adverts the tot of time a learner at the level of the unit is approximate to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. accomplishment time includes activities such as directed study, assessment, tutorials, mentorin g and individua nominate private study. The credit value of the unit go forth remain unvarying in all contexts regardless of the assessment method or the call of delivery. Learners volition only be awarded credits for the successful completion of hearty units. Each unit also contains education on guided learning hours (GLH). GLH are intend to provide guidance for centr es on the amount of resource call for to deliver the programme and support learners i. e. he time ask for face to face delivery, tutorials, workshops and associated assessments. Each qualification has hold rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units. The rule of combination for individually qualification is given below. 5 ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Extended Diploma in Management The ATHE Level 5 Extended Diploma in Management is a 120 credit qualification. Learners must(prenominal) complete 5 mandatory units and three or four optional units. social unit deed of conveyanceLevel Credit GLH Managing Communication 5 15 60 Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 Mandatory units optional units Learners must complete a further 3 or 4 units from the list below t o achieve a minimum of 120 credits for the Diploma. Managing Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational personifyity and Diversity 6 10 40 Corporate Social Responsibility 4 15 60 Manage Sustainability in an Organisation 5 15 60 Resource Management 4 15 60 Administrative Services 15 60 Planning a Work Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Employability Skills 5 15 60 Business Ethics 5 15 60 Personal and pro Development 5 15 60 Business Law 5 15 60 6 ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 Diploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. Unit Title Level Credit GLH Managing Communication 5 15 60Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional Unit s Learners must complete a further 1 unit from the list below to achieve a minimum of 60 credits for the Diploma. Corporate Social Responsibility 4 15 60 Resource Management 4 15 60 Administrative Services 4 15 60 Planning a Work Based Team Project 4 15 60 Finance For Managers 4 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units listed below. Unit Title Managing Communication Business Organisations in a Global Context Level 5 5 Credit 15 15 GLH 60 60 People Management 5 15 60 7 ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance on sound judgment For all ATHE qualificat ions assessment is completed through the submission of internally assessed student work.To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There are no outwardly set written examinations attached to any unit. However, learners victorious the Level 5 Extended Diploma in Management will be ask to complete a interrogation project. ATHE will provide a sample assignment for each unit which raise be utilise as the assessment for the unit. We would encourage our centres to develop their aver assessment strategies so you have the opportunity to put assignments in a context that is steal for your learners.Any assignments that you deck up will need to be submitted to ATHE for praise before delivery of the programme. Centres give the axe submit assignments for approval exploitation the Centre -Devised Assignment template documentation avail up to(p) on the ATHE website. An assignment terminate buoy relate to a single unit. Alternatively you may incorporate much than one unit in an integrated assignment provided the content of the assignment is percipiently mapped to show which assessment criteria from which units are being covered. Methods of assessmentATHE encourages the use of a range of assessment strategies that will engage learners and give them an opportunity to both demonstrate their knowledge and reason fittedness of a topic and to gauge how they baron apply that knowledge in a given context. We would recommend avoiding an over-reliance on essay writing and that more varied types of assessment are included. This might include assessment through ? ? ? ? ? ? a seek activity resulting in the compilation of a cross an academic paper or article for publication the compilation of a case study critical revue and evaluation of a chosen companys policies, procedures and systems a set project completed for an employer (also known as an employer-engagement activity) the production of a p ortfolio of evidence relating to a particular unit. This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. Putting an taskment Strategy in Place You will need to demonstrate to your External Verifier that you have a shit assessment strategy supported by robust quality federal agency in order to meet the ATHE requirements for registering learners for a qualification.In devising your assessment strategy, you will need to e nsure ? ? ? devised assignments are clear mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs used in the assignment are usurp for the level of the qualification, e. g. analyse, evaluate that the assignment gives the learner adequate opportunity to meet the assessment criteria at the remediate level, through the work they are asked to complete. (The QCF level descriptors will be helpful to you in find out the level of content of the asse ssment) 8 ATHE Ltd 2012Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are headspring-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal verification process in place to ensure torso and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the provision of feedback to the learner that work submitted contribute be authenticated as the learners own work and that the re is clear guidance on the centres Malpractice Policy hat there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when immaterial verification will be compulsory able time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Cent res delivering ATHE QCF qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through effective standardisation of assessors and verification of assessor decisions.ATHE will rigorously monitor the application of quality self-assertion processes in centres. ATHEs quality assurance processes will involve ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualifications and units in Management at Level 5. Once a centre registers learners for a qualification, they will be allocated an Ext ernal Verifier who will visit at an early stage in the programme to ensure that an provide assessment plan is in place.Centres will be require to undertake training and standardisation activities as hold with ATHE. Details of ATHEs quality assurance processes are provided in the ATHE Guide Delivering ATHE Qualifications which is available on our website. Malpractice Centre s must have a robust Malpractice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learners own. Any face of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.Centres should refer to the ATHE Malpractice Policy on the ATHE website. 9 ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance for commandment and Learning Within the support materials for some of the units you will find suggestions and ideas for teaching and learning activities which we hope will be helpful in get centre practitioners started with schemes of work and session plans. You can adapt these ideas to suit your own context and the interests of your students. Learners learn best when they are actively involved in the learning process.We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom -based activities to help them get information across and keep learners engaged in the topics they are learning to the highest degree. Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of liberty in applying the skills of inquiry and evaluation. You can facilitate this by using pleasing methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.Your approach to delivery should give the learners sufficient construction and information on which to build without you doing the work for them. In achieving the right equilibrium you will need to produce well-planned sessions that follow a synthetical season. Top Tips for Delivery ? Adopt a range of teaching and learning methods, including active learning. ? Plan sessions well to ensure a logical sequence of skills development. ? Include study skills aspects, e. g. how to construct a report or Harvard Referencing. hold time into your Scheme of Work and Session Plans to integrate study skills teaching. congeal expressiond additional reading and homework tasks to be discussed in class. ? prove feedback from your students. Get them to identify where the work they have done meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? keep an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the cerebrate between the content of the different units. There is further guidance on teaching and learning in the support materials. ResourcesATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login details. Access and Recruitment ATHEs form _or_ system of government with reg ard to approach shot to its qualifications is that ? they should be available to everyone who is capable of reaching the essential standard ? they should be free from any barriers that restrict access and progression ? there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to ATHE qualifications with integrity.This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learners suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within 10 ATHE Ltd 2012 Level 5 Management Specification April 2012 the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the quali fication.Access Arrangements and Special Considerations ATHEs insurance policy on access arrangements and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the E quality Act 2010) without whippy the assessment of skills, knowledge and understand. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be found on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11 ATHE Ltd 2012 Level 5 Management Specification April 2012Unit Specifications Unit Format Each unit in ATHEs suite of level 5 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers. Each unit has the following sections Unit Title The unit backup resounds the content of the unit. The title of each unit completed will appear on a learners statement of results. Unit Aims The unit aims section summarises the content of the unit. Unit Code Each unit is depute a QCF unit code that appears with the unit title on the construe of Regulated Qualifications.QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. Guided Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of gossip that a tutor will provide to a learner, to enable them to complete the unit.This includes lectures, tutorials and workshops and time spent by staff assessing learners achievement when they are present. Learning Outcomes Th e learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e. g. at level 5 you would see lyric such as analyse and evaluate Unit Indicative ContentThe unit indicative content section provides details of the range of subject material for the programme of learning for the unit. 12 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 5 Managing Communication Unit aims This unit aims to develop knowledge and understanding of how conversation takes place within and between formations, the mathematical pitfalls and the proceedss of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit equalisation convey mental synthesis Assessment Assignments in accordance w ith awarding formation guidance. The guidance earners will get hold of out a look backward of communication within an organisation. Learning outcomes. Assessment criteria. The learner will The learner can 1. reckon how information and 1. 1 break apart key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 relieve the systems used for communicating key information and knowledge to stakeholders 1. 3 Analyse potential barriers to effective study communication 2. examine factors that trespass on 2. 1 Evaluate how communication is mildewd workplace communication y values and heathenish factors 2. 2 explicate how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can impact on the communication processes 3. Be able to promote effective 3. 1 Evaluate the effectiveness of own interpersonal communication communica tion skills 3. 2 establish theories of interpersonal communication to oneself 3. 3 Request feedback from others on own interpersonal communication skills 3. 4 Plan own personal development to repair own communication skills, based on feedback from others 4. Be able to revaluation communication 4. 1 study out a communications analyze ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 Create a plan to improve workplace communications 4. 4 come across measures to evaluate the success of the plan to improve workplace communications 13 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. actualize how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company work e. g. financial data, sales figures, regional differences ? rung information e. g. numbers, salaries, appraisal information, training and CPD needs ? output knowledge e. . components, how they are produc ed ? how to carry out roles, professional knowledge, sources of know-how ? Stakeholders e. g. shareholders, board members, directors, sr. managers, operatives Communication systems ? Meetings, briefings (whole staff, departmental, individual) ? Presentations ? Email ? Newsletters ? Interviews, appraisals ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters Potential barriers ? oral communication tone, clarity, active listening and focusing ? Clarity of written put across readability, language, tone ? Technology poor connections, inappropriate use Interpersonal relationships personal conflict ? Non-verbal communication soundbox language ? Equality and diversity, pre-judgements, assumptions 2. witness factors that impact on workplace communication Values and cultural factors ? Language ? custom ? Saving face Use of technology Help ? To reinforce mouth message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, presentation software/slides ? Speed and efficiency Hinder ? Inappropriate/ utilise of email ? Death by PowerPoint ? Overreliance e. g. instead of face to face, in event of technology failure 14 ATHE Ltd 2012Level 5 Management Specification April 2012 Policies and procedures ? statute law ? Charters ? Codes of practice 3. Be able to promote effective interpersonal communication Effectiveness of own communication skills ? Ability to contribute to meetings ? Use of body language ? Written communication skills ? Use of ICT Theories of interpersonal communication ? ascription supposition, expectancy value model, uncertainty reduction model, social network likelyness Feedback from others ? Written, oral ? Formal, informal Plan own person development ? promising Targets ? Oral, written, electronic communication ? At meetings, presentations, etc. Formal and informal ? Feedback from colleagues and managers 4. Be able to review communication within an organisation Communications audit ? Communications systems and processes ? Policies and procedures Theories of organisational communication ? E. g. Attraction selection-attrition framework, contingency theories, groupthink, social network system Improve workplace communications ? Plan carry out summary and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to evaluate ? Improved proceeding e. g. sales figures ? increase staff retention e. g. staff turnover ? increase penury e. . productivity 15 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 2 Business Organisations in a Global Context Unit aims This unit aims to develop learners understanding of the issues organisations face run within a world-wide context. This understanding will allow learners to review the issues currently impacting on businesses. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 Pass Assignments in accordance with awarding organisation guidance. Learners will base some of their work around businesses in a chosen national context. Learning outcomes.Assessment criteria. The learner will The learner can 1. actualise the key differences between 1. 1 Analyse the key differences between spheric business operations organisations working in different sectors, industries and contexts 1. 2 Assess the responsibilities of organisations direct globosely 1. 3 Evaluate strategies employed by organisations operating globally 2. translate the impact of external factors 2. 1 Analyse how mathematical operation of national on organisations economy impacts on the activities of business organisations 2. 2 Explain the measures taken by governments to influence the activities of usiness organisations 3. Understand the impact of the global factors 3. 1 Explain the implications of global on business organisations integration on business organisations 3. 2 Assess the effect of international trade on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be able to review current issues impacting 4. 1 Carry out a review of the global on business activities environment in which businesses are currently operating 4. 2 Propose strategies to address issues affecting business activities 16 ATHE Ltd 2012Level 5 Management Specification April 2012 Indicative Content 1. Understand the key differences between global business operations Key differences ? Legal status/ ownership e. g. sole trader, partnership, company, corporation (e. g. limited and unlimited, public limited and international equivalents) ? social organization and size ? What they offer (Products and/or services) ? Image Different sectors/industries e. g. ? Private e. g. manufacturing, service e. g. hospitality, pay ? Public e. g. healthcare, education ? Not for meshwork e. g. supporting others, preservation and heritage organisations, campaign groupsGlobal context ? global ? National ? Local Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? honourable issues Organisational strategies ? Human resources policy ? Environmental strategy ? Equal opportunities policy ? Ethics policy ? Financial plan ? International partnering policy ? Electronic modes of tradeing and communication ? Reliable import and export processes 2. Understand the impact of external factors on organisations UK economy ? Size population, labour market, education/training levels ?Growth/wealth gross national product (GNP), balance of payments, inflation rates, government borrowing, trade balance, public pays, taxation, national debt, availability of credit ? Business trustingness investing, cost of borrowing, consumer buying/confidence, government policies 17 ATHE Ltd 2012 Level 5 Management Specification April 2012 Government policies ? Monetary policies, interest rates, quantative easing, unemp loyment ? financial policies, spending (in central and local government), public sector borrowing, controlling demand, taxation, statistical distribution of income ? Competition Policy Sector regulation e. g. in UK OfGem, OfQual, OfGas, CAA, OfCom equivalents in other countries and globally where applicable ? Regional policies ? Skills schedule, apprenticeships 3. Understand the impact of the global factors on business organisations Global integration ? Trading blocs ? World Bank, IMF, Global/ merchandise bloc policies and directives (e. g. other relevant organisations ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? Trade duties and tariffs invasion ? Increased competition ? Outsourcing to other countries ? Increased customer choice ? Increased need for innovation ICT technologies ? Remote men advantages of being able to locate workforce in other countries where labour may be cheaper/may have more relevant skills etc. ? The role of the internet in trade ? Easy communication e. g. Skype, email, social networking 4. Be able to review current issues impacting on business activities A review ? Domestic market in chosen country ? Global market ? Domestic and global policies ? Other global factors government policies ? Trade blocs Strategies 18 ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? New markets New environments e. g. move business New technologies Growth/shrink Change of suppliers, importers, exporters Change in business structure e. g. from sole trader to company/ corporation 19 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 3 People Management Unit aims In this unit learners develop the knowledge and understanding of what motivates individuals and teams and use this to review bulk management strategies used in organisations.Le arners will gain an understanding of leading theories, motivational theories, the impact of structure and culture as well as other tools that can be used to empower sight in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1. Understand how structure and culture 1. 1 Explain how organisational structure impacts on impact on people in organisations on people in organisations 1. 2 Analyse how organisational culture impacts on n people in organisations 2. Understand approaches to managing 2. 1 Explain how personal differences impact on on the differences between individuals behaviours at work individuals that impact on their 2. 2 Analyse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analyse the effec t of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisations honorable practices impact on motivation levels 3. 5 Evaluate how organisations use their corporate social responsibility agenda to motivate employees 4. Understand methods for development 4. 1 Explain how motivation theories can be applied human resources to developing people in organisations 4. 2 Explain the different uses of coaching and mentoring in organisations 4. 3 Analyse the benefits of training and development to individuals and organisations 5. Be able to review how people are 5. 1 Review people management strategies used in anaged within organisations an organisation 5. 2 Assess the impact on people of management strategies used in organisations 5. 2 Recommend strategies to promote high levels of performance 20 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations construction ? Hierarchical ? Flat/tall ? Matrix ? Inverted triangle ? useable ? Product, market and geographical structures Culture ? The way we do things ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? operative practicesImpacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? Motivation levels ? creativeness ? Confused report lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? Perception ? popular opinion ? Culture ? Religion and beliefs Management styles to suit different behaviours ? Th eory x and theory Y ? Self-fulfilling prophecy ? The Hawthorne studies 3.Understand the organisational factors that impact on people performance 21 ATHE Ltd 2012 Level 5 Management Specification April 2012 Leadership styles and theories ? trait theories ? Behavioural approach ? Contingency approach ? Autocratic/democratic/laissez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt Effect of leadership styles on ? Motivation ? Creativity ? Flexibility ? Credibility ? Trust and respect ? productiveness ? Commitment Benefits of flexible working practices .. to employees ? Levels of autonomy, empowerment, trust ? Productivity Quality of life .. to organisations ? Motivational ? Productivity ? Need for facilities and systems Motivational theories ? Hawthorne studies ? Maslow hierarchy of needs ? Herzberg hygiene factors and motivators ? Reiss Theory honorable practices ? Scrutiny of suppliers ? Distribution techniques ? Customer relations hip management ? Selling practices ? Staff development Corporate Social Responsibility (CSR) Agenda ? Developing the workforce ? Supporting the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disability 22 ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Understand methods for developing human resources Developing people ? Empowerment, self-actualisation, theory x Uses of coaching and mentoring ? Talent pools ? Developing skill and confidence ? Poor performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? Promotion/ heighten pay Organisations ? Increased productivity ? Workforce retention ? Enhanced profit ? Legal compliance . Be able to review how people are managed within organisations People man agement strategies ? Working environment ? Leadership style ? Structure ? Culture ? Staff development opportunities ? Flexible working practices ? Ethical practices ? CSR agenda Impacts on ? Individuals/teams ? Performance ? Staff retention ? Employee satisfaction Strategies for promotion of performance ? Incentives, bonus schemes, incremental rises, improved job satisfaction ? For organisational return ? For organisational productivity ? For self-improvement 23 ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Finance for Managers Unit aims To introduce learners to practical accounting and financial techniqu es that are useful to managers in business organisations. Unit level 4 24 ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit code M/503/7080 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1. Understand the requirements and 1. 1 Explain the purpose and requirement for techniques for financial transcription keeping financial records and describe 1. Analyse techniques for save financial information in a business organisation 1. 3 Analyse the sub judice and organisational requirements for financial reporting 1. 4 Evaluate the usefulness of financial statements to stakeholders 2. Understand how working capital 2. 1 Analyse components of working capital can be in effect managed 2. 2 Explain how business organisations can efficaciously manage working capital 3. Understand management 3. 1 Explain the difference between management accounting techniques and financial accounting 3. 2 Explain the budgetary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different costing methods for pricing purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of project business projects appraisal. 4. 2 Evaluate methods of project appraisal 4. 3 Explain how finance might be obtained for a business project 25 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the requirements and techniques for financial recording and reporting Purpose and requirement for financial records ? Legal requirements ? Tax requirements ? knowledgeable control requirements Financial recording ? Double entry bookkeeping (overview only) daytime books and ledgers ? The trial balance ? Manual and computerised systems Requirements for financial reporting ? Financial reporting requirements for sole traders, partnerships, limited companies and public limited companies. ? The financial statements (overview not required to prepare accounts) statement of financial position, statement of income, cash flow statement, notes to accounts ? Users/stakeholders ? improvement of financial statements 2. Understand how working capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Working capital ratios calculation and evaluation ? Ways to manage working capital payment and collection cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? Users ? Outputs information required by managers ? Monthly/quarterly accounts ? Useful ratios Budgetary control ? Purpose and content of budgets ? Cash flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26 ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgetsVariances ? Flexing the budget ? Calculating variances ? Explaining variances financial and non-financial factors ? Reconciliation of budgeted to actual profit ? Advantages and disadvantages of variance outline Costing and pricing ? Classifying costs direct/indirect, hardened/variable ? Calculating unit cost ? Dealing with ove rheads full preoccupancy costing and overview of other costing methods ? Pricing cost plus, marginal cost, impairment takers etc. ? Breakeven calculation and explanation ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? Accounting rate of return ? requital Net present value ? Internal rate of return rating ? Strengths and weaknesses of each method ? Non-financial factors organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance internal and external ? Making a case for finance ? Providing assurances and project projections 27 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a query specification on a chosen topic, implement the research project, evaluate and present the research findings. Unit level 5 Unit code K/601/0941 GLH 80 Credit value 0 Unit grading Pass structure Assessment Assignments in accordance w ith awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1 Understand how to formulate a 1. 1 Formulate and record possible research research specification project outline specifications 1. 2 Identify the factors that contribute to the process of research project selection 1. 3 endeavor a critical review of key references 1. 4 Produce a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project within agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 place down and collate relevant data where appropriate 3. Be able to evaluate the research 3. 1 Use appropriate research evaluation outcomes techniques 3. 2 Interpret and analyse the results in terms o f the original research specification 3. 3 Make recommendations and justify areas for further consideration 4. Be able to present the research 4. 1 Use an agreed format and appropriate utcomes media to present the outcomes of the research to an audience 28 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skills and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary data collection and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? control of the research question ? Identifying what is to b e included in the scope of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? Sequence ? Duration, time and dates ? Key milestones ? Review dates ? Monitoring and review process Aspects for consideration ? Nature of the information e. g. qualitative and quantitative or both, harshness and reliability ? Statistical analysis ? Accessing relevant information ? operate of variables Resources 2. Be able to implement the research project within agreed procedures and to specification Implementation ? According to plan (consideration given to modifying plan in the light of monitoring information) ? Adhering to the scope of the research ? Retaining focus on the intended purposes and outcomes of the research ? Monitoring the project including paying attention to resource and time allocation Data collection ? Application and implementation of the stated methods from the plan ? Systematic recording of data and information ? Taking accoun t of bias, validity and reliability of information and control of variables ?Consideration of the sufficiency of the data and information collected 29 ATHE Ltd 2012 Level 5 Management Specification April 2012 Data analysis ? Qualitative and quantitative ? Identifying trends ? Using software and statistical tables ? comparability of variables ? Forecasting and extrapolation ? Graphical interpretation 3. Be able to evaluate the research outcomes Evaluation of outcomes ? Consider the research question and specification in the light of data analysed ? Review the successes and difficulties encountered in the project for example o delivering the purposes and outcomes of the project effectiveness of the planning o the methods used, the volume, validity and usefulness of the data ? comer conclusions Recommendations and future consideration ? Significance and implications of the conclusions reached ? Application of the findings ? Limitations of and improvements to the research ? Developing recommendations including possible areas for future research or the processes used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the organize audience ? Professional delivery of research ? Use of appropriate media 30